EFFECTIVENESS OF CAREGIVER MEDIATED PSYCHOSOCIAL INTERVENTIONS ON BEHAVIOUR, ACADEMIC PERFORMANCE OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AT SELECTED SETTINGS

Background: The children with ADHD struggle to acquire extended behavioural sequences, especially when it comes to response location. Aim and objective: To assess the effectiveness of the caregiver mediated psychosocial intervention on behaviour and academic performance of the caregivers of children with ADHD. Materials and Methods: A quantitative approach with a quasi-experimental non-equivalent control group design was chosen for the study involving 30 caregivers who were selected using a non-probability purposive sampling technique. The paediatric symptom checklist and Du Pauls academic performance rating scale was used as the data collection tool. Results: It was revealed that in the experimental group 100% had maladaptive behaviour score in pretest and in post-test it was 66.67% had adaptive behaviour score. However, in control group 100.00% had maladaptive behaviourscore both in pretest and post-test. In experimental group 46.67% had poor academic performance score in pretest and in post-test 86.67% had good academic performance score. However, in control group 53.33% had poor academic performance score in pretest and in post-test 54.33% had poor academic performancescore. Conclusion: The study concluded that the caregiver mediated psychosocial intervention was effective in enhancing behaviour and increasing the academic performance of children with ADHD.